Week 32 Summary & Preparation

UNIT WEEK 14 32

This is a one-week excerpt from the Starfall Kindergarten Mathematics Teacher’s Guide. If you have questions or comments, please contact us. Email: [email protected] Phone: 1-888-857-8990 or 303-417-6414 Fax: 1-800-943-6666 or 303-417-6434

Cumulative Review

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Year Review

Week 32 Summary & Preparation ...... 616 Composing and Decomposing Numbers 6-10 ...... 620 Addition Game Day ...... 622 Subtraction Ball Toss ...... 623 What’s the Operation...... 624 Learning Centers ...... 626

UNIT 14 UNIT 14 WEEK Week 32 Summary This week, the children will review how many more or less it takes to reach a specifi c number, composing and decomposing numbers 6-10, plus and minus signs, number 32 representations, and estimation. The children will also: • play “What’s the Operation?” • solve addition and subtraction problems • review shapes (“Shape Game”) • play “Concentration” with Representation Cards Preparation DAY 1

In today’s Magic Math Moment the children will play “I Spy” with “Backpack Bear’s Math Dictionary” (See Backpack Bear’s Math Big Book, pages 47-56). Label eight individual sheets of construction paper with one number each from 7 to 10 at the top. You will need two of each number. DAY 2

Prepare two sets of index cards with one of the following numbers on each card: 1, 10, 20, 50, 100, and 1000. (Two cards labeled “1,” two cards labeled “10,” etc.) DAY 3

For today’s lesson you will need a large ball and a basket or box in which to place Subtraction Equation Cards. DAY 4

For today’s Magic Math Moment the children will need their math mats and their math bags that contain bags of coins. You will also need a bag of coins for demonstration purposes. Have 2 index cards for each child for today’s math lesson.

616 UNIT 14 UNIT 14 DAY 5 WEEK 32 Activity Center 1 — Navigate classroom computers to Starfall.com. Activity Center 2 — The children will need dominoes and 1 or 2 “Parking Lot” game boards. Activity Center 3 — The children will need 1 or 2 “Shape Town” game boards, 1 or 2 sets of Shape Cards, and a playing piece for each child in the group. Activity Center 4 — The children will need a “Number Grid: Count to 50” game board, dominoes, and a playing piece for each child in the group. Activity Center 5 — The children will need a pocket chart and Representation Cards 1-10, (Number Cards 1-10, Domino Cards 1-10, Dice Cards 1-10, and Ten-frame Cards 1-10). Note: If there are enough children in Activity Center 5 for two groups to play simultaneously, they will need two sets of the Number, Domino, Dice, and Ten-frame Cards.

UNIT 14 617 UNIT 14 WEEK 32 DAY 1 DAY 2 • Calendar • Place Value • Weather • Hundreds Chart Daily Routines • Number Line

“Our Math Dictionary” Estimate with Backpack Bear Magic Math Moment

Composing and Decomposing Addition Game Day Numbers 6-10 Solve addition equations Math Concepts

Groups share equations Formative / Summative Assessment

Math Melodies CD, Track 23

Workbooks & Media

618 UNIT 14 UNIT 14 WEEK 32 DAY 3 DAY 4 DAY 5

• Calendar • Place Value • Weather • Hundreds Chart • Number Line

Learning Centers Position Words Create patterns using coins Starfall.com (Any activity) 1 Where Oh Where is Backpack Bear?

“Parking Lot” Solve subtraction equations Review and make plus and 2 minus signs Play “What’s the Operation?” Determine the appropriate operation to use to solve story problems “Shape Town” 3

Write and solve equations for story problems (Workbook page)

“Count to 50 Number Grid 4 Game”

Math Melodies CD, Track 29 Workbook page 45

“Number Concentration” 5

UNIT 14 619 WEEK 32 DAY Magic Math Moment “Our Math Dictionary” Materials 1 F Backpack Bear’s Say: This week we will review some of the math ideas Math Big Book, we learned this year. To review means we learned it pages 47 and 48 already, and now we will talk about it again to see F Math Melodies CD, Track 23 Geometry how well we remember. Let’s start with a song! If you remember this song, stand and join in. Play Math A.1 - Describe objects using shapes and Melodies CD Track 23, “Ten Bears in the Bed.” relative positions. Say: This year we learned about using a dictionary. Who can tell us what Operations & Algebraic Thinking a dictionary is? (Volunteers respond.) Right, a dictionary is a place we can A.3 - Decompose look to help us understand, read, and write words. numbers less than 11. Indicate Backpack Bear’s Math Big Book, page 47. Continue: Since this is a special math dictionary all of the words in it are math words. Backpack Bear would like us to play “I Spy” with some of the words in this dictionary. Turn to page 46. Say: Look at the words that begin with Aa. I spy the word “above.” Raise your hand if you can come to the front and point to the word above. A volunteer does this. The volunteer indicates the word above and explains how he or she knows it is the correct word. Say: I spy (a B word). The fi rst volunteer chooses the next volunteer, and the game continues. Note: To make the game more interesting, skip around in the dictionary.

Materials

F Prepared paper labeled Composing and Decomposing with numbers 7-10 Numbers 6-10 F Pencils 1 Composing and Decomposing 6 Gather the children in front of the classroom whiteboard. Say: Today let’s write all of the diff erent equations we can for numbers. We’ll try one together. Write the number 6 on the board. Ask: What’s an equation that equals 6? You or a volunteer write the equation on the board. Volunteers continue naming equations that equal 6 and listing them on the board. Note: If the children are not able to think of several equations for a number, Backpack Bear may suggest one, such as 7-1= 6. Encourage the children to create both addition and subtraction equations.

620 UNIT 14 U W D 2 Composing and Decomposing 7-10 14 32 1 Divide the class into groups of 3 and distribute a sheet of paper with the number 7, 8, 9, or 10 on it to each group. The children in each group work together to create as many equations as possible to equal that number. Assign one child in each group to write the equations on the paper. Note: More than one group may have the same number depending on the size of your class.

Formative Assessment Record Results Record the equations on the whiteboard as each group shares its results. The class confi rms whether or not the equations equal the target number.

UNIT 14 621 WEEK 32 DAY Magic Math Moment Estimation Materials F Estimate with 2 Backpack Bear Say: Today let’s do some estimation with Backpack Bear! Who can choose a number between 4 and 40? A volunteer does this.

Estimation Turn to the corresponding page in Estimate with Backpack Bear and lead the children to complete the E.1 - Understand the meaning of estimation. estimation activity. A diff erent volunteer chooses a Operations & number and the children complete the estimation Algebraic Thinking activity on that page. Continue as time allows. A.2 - Solve word problems with addition and subtraction within 10. Materials Addition Game Day F Prepared Point Value Cards (2 sets) F Addition Equation Cards

Divide the class into two teams and write Team 1 and Team 2 on the whiteboard. Say: Today we will work in teams. Each team will have a set of point cards with diff erent numbers on them. Distribute a set of point cards face down to each team. Continue: The teams will take turns. I will show you an equation card. The fi rst person on the team will give the answer. If the answer is correct, he or she will reveal an index card that tells how many points the team receives. You might receive 1 point or you could receive 1,000 points! If your answer is not correct, you may ask other children on your team for help. I’ll be the scorekeeper. Ready? Continue play as time allows.

622 UNIT 14 WEEK 32 Magic Math Moment DAY Position Words Materials F Where Oh Where Is Say: Today we will review our book about positions. Backpack Bear? 3 First, let’s sing “This Old Man.” As we sing, let’s create F Math Melodies CD, Track 29 actions to go with the song. Be sure to point to where the old man played knick-knack each time! Ready? Let’s stand. Geometry A.1 - Describe objects Play Math Melodies CD Track 29, “This Old Man.” Encourage using shapes and relative the children to sing along. positions. Operations & Read Where Oh Where Is Backpack Bear? Pause to discuss Algebraic Thinking illustrations and review position words as you read. A.2 - Solve word problems with addition and subtraction within 10.

Materials Subtraction Ball Toss F Ball F Subtraction Equation Cards in a basket or box Gather the children in a circle. Say: Today we will play a subtraction game with a ball and the Subtraction Equation Cards. The game is called “Ball Toss.” Choose a “helper” to stand next to you with the basket (or box) of equation cards. Continue: I will toss the ball to one of you. (Helper’s name) will remove an equation card from the basket and show it to you. If you caught the ball, you will tell us the answer. If the answer is correct you will toss the ball to another child and he or she will answer another equation. If the answer is wrong, you will toss the ball back to me and I will toss it to another child. Ready? If necessary, remind the children that only the child who caught the ball should answer. Note: You may alternate helpers to give several children a turn.

UNIT 14 623 WEEK 32 DAY Magic Math Moment Patterns Using Coins Materials 4 F Math bags with Gather the children in a semicircle on a rug or the fl oor. bags of coins Say: Today we will use your math mats and the coins F Math mats in your math bags to create diff erent patterns. Let’s F Teacher bag of coins try one together. Measurement & Data Spread the coins from you bag onto the fl oor. Continue: Who can create B.3 - Classify, count, and sort objects. a pattern using my bag of coins? A volunteer does this. The children determine the pattern. Operations & Algebraic Thinking Distribute the math mats and math bags. A.2 - Solve word problems with addition and Say: Now you will use your own coins to create patterns. Remove all subtraction within 10. of the coins from your math bag and place them on your math mat. The children do this. Say: Raise your hand if you can tell me which coins you have. (Volunteers respond.) Right, you have pennies, nickels, and dimes. Think of a pattern you could create with them. The children create patterns and share them with the class.

Materials

F Backpack Bear’s Math Big What’s the Operation Book, pages 43 and 45 F Backpack Bear’s Math 1 Review Plus and Minus Signs Workbook #2, page 45 F Two index cards per child Say: This year we have learned about the F Pencils, crayons operations of addition and subtraction. Who remembers the diff erence? (Volunteers respond.) Right, when we add we put numbers together and then we have more. When we subtract we take numbers away and then we have less. Indicate Backpack Bear’s Math Big Book. Review the plus sign on page 43 and the minus sign on page 45. Say: When we add or subtract we call these operations. The plus and minus signs are very important because they tell us which operation we should do. 2 Make Plus and Minus Signs Distribute two index cards to each child. Say: Use your crayon to make a plus sign on one index card and a minus sign on the other. (The children do this.) You will use these signs today to play a game called “What’s the Operation?”

624 UNIT 14 U W D 3 Play “What’s the Operation?” 14 32 4 Say: Listen closely to this number story and decide which operation, addition or subtraction, we should use to solve the problem. Ready? • Story #1—One fl ower has 5 petals. Another fl ower has only 4 petals. How many petals do the fl owers have altogether? What’s the Operation? The children hold up their plus or minus signs to indicate the correct operation to solve the problem. Repeat the story problem. A volunteer solves it and explains how he or she knew which operation to use. Continue the above procedure for the following story problems. Emphasize key terms (altogether, how many are left, etc.) as you read the problems, and remind the children to use these clues to help them make their choices. • Story #2—One tree has 3 apples. Another tree has 4 apples. If Tommy picks all the apples from both trees how many apples will he have? What’s the Operation? • Story #3—Eight children were riding bikes. Two of the children needed to go home. How many children were still riding their bikes? What’s the Operation? • Story #4—Susi and John each have two balloons. How many balloons do they have altogether? What’s the Operation?

Formative Assessment What’s the Operation? Distribute Backpack Bear’s Math Workbook #2. Instruct the children to turn to page 45. If you have projection capabilities, project this page for demonstration purposes. Say: We will work the fi rst problem together as an example. Who can read the fi rst problem? A volunteer does this, with your assistance if necessary. The children draw pictures to represent the story. They color the box that shows the correct operation to use to solve the problem. Then they write the corresponding equation and solve the problem.

UNIT 14 625 WEEK 32 DAY Learning Centers 1 Computer Materials 5 F Classroom computer The children explore their favorite Starfall.com navigated to math activities. Starfall.com Note: The children may enjoy being allowed to explore the fi rst grade math online activities in addition to the kindergarten activities they have explored Operations & Algebraic Thinking this year. A.1 - Represent addition and 2 subtraction in “Parking Lot” Materials a variety of ways. F 1 or 2 “Parking Lot” A.3 - Decompose The fi rst child selects a domino, adds the dots on the game boards numbers less than 11. domino, then “parks” the domino in the appropriate F Dominoes placed Geometry parking space. face down A.2 - Correctly name shapes. If the child chooses a domino that equals the same value as one already on his or her board, he or she stacks it on top. The children take turns. The fi rst child to fi ll all of his or her parking spaces wins, or the game continues until both children fi ll their spaces. 3 “Shape Town” Materials F 1 or 2 two- The children take turns drawing from a stack of dimensional “Shape Shape Cards. They move to the next corresponding Town” game boards shape on the game board. Play may end when a player F Shape Cards (1 or 2 sets) reaches the star, or play may continue until both players F One playing reach the star. piece per child

626 UNIT 14 U W D 4 14 32 5 “Count to 50 Number Grid Game” Materials F “Count to 50” The children place the dominoes face down. They place game board their playing pieces at 0 on the game board. F Playing piece for each player For each turn the player turns over a domino and F Dominoes adds together the dots on both sides then moves his or her playing piece the corresponding number of spaces. Play ends when the fi rst player reaches 50. Note: For a more challenging game use the Count to 100 side of the game board. 5 “Number Concentration” Materials F Pocket chart Note: If two groups play simultaneously, they will need F Number Cards 1-10 two sets of Number, Domino, Dice, and Ten-frame Cards. F Domino Cards 1-10 The children mix together the diff erent sets of cards and F Dice Cards 1-10 arrange them face down in a pocket chart. They take F Ten-frame Cards 1-10 turns to reveal two of the cards. The goal is to fi nd two cards that represent the same number. If a match is made the child places the cards on a table or on the fl oor and takes another turn. If a match is not made, the child turns the cards face down and play continues with the next player. You may vary the game by forming two groups.

UNIT 14 627